Research Article

Conceptual frame for selecting individual psychotherapy in the schools

  1. Tammy L. Hughes1,*,
  2. Lea A. Theodore2

Article first published online: 14 JAN 2009

DOI: 10.1002/pits.20366

Issue

Psychology in the Schools

Psychology in the Schools

Volume 46, Issue 3, pages 218–224, March 2009

Additional Information

How to Cite

Hughes, T. L. and Theodore, L. A. (2009), Conceptual frame for selecting individual psychotherapy in the schools. Psychol. Schs., 46: 218–224. doi: 10.1002/pits.20366

Author Information

  1. 1

    Duquesne University

  2. 2

    City University of New York, Queens College

*Duquesne University, School Psychology Program, 120C Canevin Hall, Pittsburgh, PA 15282

Publication History

  1. Issue published online: 5 FEB 2009
  2. Article first published online: 14 JAN 2009

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Abstract

Psychotherapy is a service-delivery that is provided for both general and special education students. This manuscript examines a conceptual framework for determing when to employ psychotherapy within the school-based setting. Decisions are informed by the relationship between problem behavior, therapeutic techniques, short-term outcomes, and overall child development. Both the individual needs of students and the cumulative body of evidence regarding treatment effectiveness are required for intervention selection. The school psychologists' unique training in psychology and education affords the opportunity to effectively use psychotherapy to enhance the academic and social development of children. © 2009 Wiley Periodicals, Inc.

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